True Grit: Passion and persistence make an innovative course design work

Getting Under the Hood: How and for Whom Does Increasing Course Structure Work?

(2014) Sarah L. Eddy et al.   CBE-Life Sciences Education

Large-scale comparison of science teaching methods sends clear message

(2014) C. E. Wieman   PROCEEDINGS OF THE NATIONAL ACADEMY OF SCIENCES OF THE UNITED STATES OF AMERICA

Active learning increases student performance in science, engineering, and mathematics

(2014) S. Freeman et al.   PROCEEDINGS OF THE NATIONAL ACADEMY OF SCIENCES OF THE UNITED STATES OF AMERICA

Barriers to Faculty Pedagogical Change: Lack of Training, Time, Incentives, and…Tensions with Professional Identity?

(2012) Sara E. Brownell et al.   CBE-Life Sciences Education

Use of research-based instructional strategies in introductory physics: Where do faculty leave the innovation-decision process?

(2012) Charles Henderson et al.   Physical Review Special Topics-Physics Education Research

Increased Course Structure Improves Performance in Introductory Biology

(2011) Scott Freeman et al.   CBE-Life Sciences Education

Increased Structure and Active Learning Reduce the Achievement Gap in Introductory Biology

(2011) D. C. Haak et al.   SCIENCE

Just the Facts? Introductory Undergraduate Biology Courses Focus on Low-Level Cognitive Skills

(2010) Jennifer L. Momsen et al.   CBE-Life Sciences Education

Biology in Bloom: Implementing Bloom's Taxonomy to Enhance Student Learning in Biology

(2008) Alison Crowe et al.   CBE-Life Sciences Education